Teaching aims and demands

Goals:

1. Talk about friends and friendship

2. Discuss problems occurring in a friendship and suggest solutions

3. Practise talking about likes and dislikes

4. Learn to make apologies

5. Learn to use Direct Speech and Direct Speech

6. Learn to write an e-mail

Useful expressions:

1. Like and dislike

He / She likes / loves … He / She is fond of …

My interests / favourite hobbies are reading and singing.

He / She doesn’t like …

He / She doesn’t enjoy … He / She hates …

He / She thinks … is terrible / boring

2. Making apologies

You said that you would … Why did /didn’t you …?

You promised to … Why did /didn’t you …?

Please forgive me.

I’m very sorry. … It won’t happen again.

I’m sorry I forgot.

Useful phrases:

fond of hunt for in order to care about such as drop sb a line

Grammar: Direct Speech and Direct Speech

Teaching plan I

I. Warming up

Step 1: Ask the Ss: Do you have any friends? What is your friend like? And draw the picture below:

Step 2: Let the Ss speak relevant vocabulary as many as they can, for example: kind, happy, strong, funny, etc.

Step 3: Ask the Ss to describe their friends with at least six adjectives.

Step 4: Make sentence with the words(honest, brave, loyal, wise, handsome, smart), using the model “Sb is…; Sb is…, because…”

II. Listening

Step 1: Draw a table on the picture:

Group one think

Peter is always___________________________________

Group two think

Peter is always___________________________________

Group three think

Peter is always___________________________________

Group four think

Peter is always___________________________________

Step 2: Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends. And let the Ss to listen to the tape for the first time and to write down the problem.

Step 3: Ask the Ss to discuss the problem in their groups, then let the representative of each group to write down the result on the blackboard.

Step 4: Analyze the results and comment on their answers.

Ps: the processes of Situation 2 and Situation 3 are the same with the steps above.

III. Speaking

Step 1: Ask the Ss to listen to the tape to get the main idea of the text.

Step 2: Tell the Ss to work in pairs. Ask them to complete the chart on SB page 3.

Step 3: Use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions.

Useful expressions:

I’m sure that…

I think that…

Perhaps…

Well, maybe not.

I’m not sure about that.

But what about…

IV. Homework

1. Finish doing the listening exercise on workbook.

2. Prepare for the reading text.

Teaching plan II for Reading

Pre-reading

Step 1. Explain the situation to the students, through brainstorming, ask questions as many as possible according to the use of things listed in the book. For example: What do you need if you want to make fire? What do you use if you want to see your own face?

Step 2: Tell the Ss to work in groups. Ask them to decide on three most useful ones. Encourage the Ss to use the structure I think… because… /I could use it to…/it could be used to…/…would be more important than… because…

Step 3: Ask one student from each group to write their answers on the blackboard. Compare answers from different groups and have a short discussion.

Reading

Step 1: Tell the students to read the text silently without using a dictionary. Mark the word or phrase if they can’t guess the meaning of it.

Step 2: Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.

Step3: Ask the students to list words or phrases that they don’t know. Explain important ones if necessary.

1. play 扮演（角色）

play the part/role of, act, act the part/role of, take the part of

2. crash (1) vt. & vi. (使)猛撞；(使)撞毀。例如：

Last night he was so drunk that he crashed his car into the iron railings.

A plane crashed near the South pacific, killing 24 passengers on board.

(2) n. (汽車)撞車事故；(飛機)失事。例如：

We survives although others died in the air/plane crash.

3. desert v. 遺棄；拋棄；離棄。例如

He is so selfish that his friends have deserted him.

Many people hurriedly deserted the city before the war broke out.

deserted adj. 無人的；被拋棄的；被遺棄的。例如：

deserted island 荒島；deserted street 空無一人的街道

4. alone與lonely的區別

alone adj. 獨自一人（只能作表語，不能作定語，無感情色彩）

adv. 獨自，單獨（用于名詞，代詞之后時，意思是“只有only”）

lonely adj.（人）孤獨的，寂寞的；（地方）荒涼的，人煙稀少的（既可作表語，也可作定語，有感情色彩）

I am alone, but I don’t feel lonely. 雖然我獨自一人，但我并不感到孤獨。

Chuck Noland lived alone on the lonely island for four years.查克.諾蘭德獨自一人在荒島上呆了四年。

We have no idea why he left the company. Tom alone knows the secret.我們不知道為什么他要離開公司。只有湯姆一個人知道這件事。

5. in order to…引導一個表示目的的狀語，意為“為了”。

so as to同上，但不能放在句首

He hurried though his homework in order to play football with other boys.

有時可省略in order，直接用不定式表示目的狀語，如：

He hurried though his homework to play football with other boys.

in order to的否定形式是：in order not to

He left school early in order not to be late for school.

in order還可以帶不定式邏輯主語for sb to do。例如：

He stepped aside in order for me to pass. 他往旁邊挪了一下，為的是讓我過去。

in order that和so that句型引導的是目的狀語從句。

6. even if, even though即使，縱然（引導讓步狀語從句）。例如：

We can’t get the work done even if/though we stay up all night.

It would not matter even if he should refuse.

7. share常用于下面短語中：

(1) share (in) sth分享；分擔

True friends share (in) your sorrows as well as (in) your joys.

I’ll share (in) the cost with you.

(2) share sth (out) among/between sb: 將某物平均分配

(3) share sth with sb與別人共有或合用某物；將某事告訴某人

8. should have done指的是過去的動作，常含有責備的意味，意為“本該……”。如

You shouldn’t have gone to bed so late last night. 昨天晚上你不該睡得這么晚。

A: The fish has gone bad. 這條魚變質了。

B: You should have kept it in the refrigerator. 這條魚早該就放在冰箱里了。

Step 4: Ask the students to answer questions about story. (1) How can volleyball become Chuck’s friend? (2) What does Chuck learn about himself when he is alone on the island?

Post-reading

Discuss the questions on page 4 in groups, and finish doing them one by one.

Homework

1. Ask the Ss to remember to new words and phrases learned in class.

2. Finish doing the vocabulary exercises both on student book and workbook.

3. Prepare for the part of Grammar.

Teaching plan III for Language study

I. Word study: Help the students to finish doing the blanks(有意識的引導學生在一定的上下文中找出有關情景。如第一題，下文的never tells lies對上文的honest起到解釋作用)。

II. Grammar: Direct and Indirect Speech

1. explain the meaning of Direct and Indirect Speech.

when you change a sentence from Direct Speech to Direct Speech, you sometimes need to change the verb tense. You may also need to change the pronouns in order to keep the meaning.

Direct Speech ←→ Indirect Speech

present past

past past or past perfect

present perfect past perfect

past perfect past perfect.

e.g. “I’ll take care of you,” Chuck said.→

Chuck said he would take care of him.

“Did you get e-mails from your friends?” she asked.→

she asked if I had got e-mails from my friends.

When you use Indirect Speech to report what someone said, you can sometimes change the exact words without changing what the speaker actually said.

e.g. Wilson asked, “How long have we been in this place?”→

Wilson asked how long have you been here.

2. Statements

1) He said, “You mustn’t smoke in the room.”

He said (that) I mustn’t smoke in the room.

2) She said, “This house is very expensive.”

She said that house is very expensive.

3) He said, “We’re spending next weekend at home.”

He said (that) they were spending the next weekend at home.

3. Questions

1) “Is it your book?” She asked.

She asked me whether/if it was my book.

2) “Shall I open the window?” He asked.

He asked whether/if he should open the window.

3) “Which chair shall I sit in?” He asked.

He asked me which chair he should sit in.

4) “Why didn’t you stop her?” He asked.

He asked why I hadn’t stopped her.

4. Ask the students to finish doing Grammar Exercise 1 & 2. Then give them the correct answer.

Homework:

1. Ask the students to finish doing Grammar Exercise on workbook.

2. Prepare for integrating skills

Teaching plan IV for Integrating Skills

Step 1. Introduction

An e-mail is less formal than a letter and more formal than speaking. A good response to the e-pal ads should include information about who you are and where you are from.

Step 2. Reading

1. Ask the Ss to listen to the tape, then grasp the meanings of the two e-mail.

2. Ask the students to choose one to reply to. Before the students start writing, they should think about what they want to write.

Note: drop sb a line 給某人寫信

e.g. Please drop me a line tomorrow.

Step 3. Ask the Ss to turn to page 88 and learn the reading text Many-flavoured Friends.

1. Ask the Ss to listen to the tape to get the main idea.

2. Let the Ss read the first paragraph and answer question 1-3

3. Ask them to think of words that can be used to describe the different kinds of friends.

4. Let the Ss read the second paragraph and answer question 4 & 5.

5. Let the Ss read the last paragraph and answer question 6 & 7.

6. Answers to question 8 may vary. One possible interpretation is that all the people around us could be our friends; friendship is a two-way relationship and it takes work and patience to develop a good friendship.

7. Explain some difficult sentences and phrases to the Ss.

Step 4. Homework:

Ask the students to reply the e-mail on page 90 and write it in their exercise books.

Teaching plan V for Exercises and Revision

Step 1. Check the Ss’ work to make sure if they have finished their homework.

Step 2. Proofread the answers of the exercises on workbook.

Step 3. Let the student ask questions if they get problems while doing the exercises.

Step 4. Review the useful expressions:

1. Like and dislike

He / She likes / loves … He / She is fond of …

My interests / favourite hobbies are reading and singing.

He / She doesn’t like …

He / She doesn’t enjoy … He / She hates …

He / She thinks … is terrible / boring

2. Making apologies

You said that you would … Why did /didn’t you …?

You promised to … Why did /didn’t you …?

Please forgive me.

I’m very sorry. … It won’t happen again.

I’m sorry I forgot.

Step 5. Review the useful Phrases:

fond of hunt for in order to care about such as drop sb a line

Step 6. Review the grammar: Direct Speech and Direct Speech (1)

1. 轉述他人的敘述----陳述句

“I like reading adventure stories,” said

Step 7. Homework

1. Remember the new words and phrases of this unit.

2. Write a review about a good or bad film the Ss have seen. They may use the tips on page 35 to help themselves.